(2). While trying to substitute “evaporated milk” for “sweetened condensed milk” by boiling the evaporated milk with sugar, I observed as the concoction overflowed over the stove and onto the floor–a very sticky mess!

(3). While cleaning up the mess, I noticed that I melted the wrong kind of chocolate chips in the microwave.

(4). While pouring the whole, sad mixture into the pan to refrigerate anyway, I realized that I forgot to spray the pan with non-stick coating as the recipe required.

It was a clear disaster, but I’m gearing up to try it again…

Why not just pan the whole thing? What could possibly make me want to try again when something that is clearly “easy” for others is so difficult for me? Perhaps I am energized by a few boosts that teachers may find particularly helpful when supporting struggling students:

A yummy looking picture of completed fudge: A clear goal in mind about what I am trying to achieve.

My desire to include the fudge with a box of cookies that I am mailing to my brother: Anauthentic, personally relevant context.

A walk to the store today, in which I will focus on purchasing the correct type of chocolate chips and a can of the correct “sweetened condensed milk”: A chance to segment the task into smaller, more manageable sections.

Stepping away from the fudge disaster to write a blog post: A break to recharge and to rebuild confidence.

Per my husband’s suggestion, thinking about heating up my creation to make splendid hot fudge sundaes. An opportunity to engage in creativity and high level thinking skills regardless of learning level.

Perhaps the most impactful way to gain perspective about how to help students to overcome learning challenges is to reflect upon what keeps us going when we “fudge it.”

With a drought of instructional time, how can teachers support rich, deep whole-group discussion? Here are a few tips to help purposeful, student-centered discussion flow when class time is limited:

Have students choose an engaging, high level question that students may work to answer as a group. Try providing a short list of teacher-written/textbook questions or student-written questions from which the group can choose. For example:

How would you describe the character in the story as a person?

What were the true causes of the event?

What is the best evidence that the character made the right choice?

What is the most important lesson in this story/chapter?

Why do two characters have a different point of view?

Once a question is selected for exploration, decide on a time-frame for the group to find the best possible answer. (Example: We have 8 minutes to find the best answer/textual support for this question. Let’s listen, focus, and build on each other’s ideas for 8 minutes and see what answer we find in that time!

Step out of the middle of the discussion; so that students can call on each other. One student speaks at a time, and students who wish to contribute raise their hands when the student who is speaking has finished his/her thought. Then, the student who finished speaking should call on the next student. Having students call on each other enables the teacher to monitor the discussion, taking notes on who is participating. Or, the teacher may wish to record student points and evidence on the board as students engage in discussion.

Challenge some/all students to take notes during the conversation and to share the group’s conclusions. (Another idea is for half of the class to discuss one question for a few minutes while the other students take notes/synthesize the discussion. Then, the roles can be reversed.)

Require students to keep books open while discussing text and cite evidence/page numbers to support their ideas.

Be mindful when turning on the the conversation faucet. With a bit of practice and commitment, student-centered discussions may gush out of just a few minutes of dedicated class time.

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As a former gifted teacher and gifted program coordinator, I recognize the importance of identifying gifted and high-ability students for accelerated and/or enriched classes to meet learning needs. Nevertheless, educators in districts fortunate enough to have gifted programming must not imprison themselves and their students in the “Gifted Identification Trap.” This trap is sprung when high level differentiation and knowledge of gifted pedagogy is undervalued for grade level classrooms because identified students leave the classroom for accelerated/gifted instruction.

For example, let’s take the case of a fourth grade classroom teacher—we’ll call her “Ms. Solo.” As Ms. Solo begins the school year, she glances at her class list with highlighted names of five students identified for the “gifted program.” At 9:57 a.m. she chirps, “Time to switch classes for math!” Five students scoop up their newly polished pencil cases and leave to meet with the “gifted teacher.” Now, Ms. Solo is free to focus on meeting the needs of the rest of the students.

…that is, if she can dislodge herself and the students seated in front of her from the tentacles of the “Gifted Identification Trap.”

Let’s meet some of the rest of the students:

Melinda just missed the gifted program by a point on her testing. Although they may have appealed, her parents decided not to do so.

Jimmy has lived in the United States for three years after arriving from Mexico. At the time of his arrival, he knew no English and Spanish is spoken at home. He has already obtained average scores on his reading tests, and his math performance is above-average. He has a passion for writing stories.

Tina is an African American student with a single parent who is a manager at a local restaurant franchise. Tina scores above average in mathematics and loves to write her own math problems. She taught her third grade classmates to design and build model cities out of cardboard.

Tom can tell the class anything about birds. He has read every bird book in the library and has memorized 70 bird calls. He loves to solve equations and does so at a sixth grade level. However, he is slow at solving fact problems and his inconsistent scores did not place him in the gifted program.

Given the opportunity, could Melinda, Jimmy, Tina, and Tom also thrive in accelerated or enriched classes? If grade level instruction best meets their current needs, what differentiation support would be appropriate?

As this scenario suggests, “giftedness” includes so many facets and definitions that establishing equitable, defensible measures to identify them creates a complex and sometimes sticky web. In fact, despite years of research and debates about the best ways to identify gifted students, too many children with high potential are “missed.” A persisting “Excellence Gap,”–a difference in high level academic achievement between subgroups, such as low-income/high-income is one compelling manifestation of this reality. [1]

Fortunately, the story of Ms. Solo and her students has a happy ending because they steer clear of the “Gifted Identification Trap.” This is because administrators and teachers in Ms. Solo’s district reserve resources and energy to move beyond the “identification” protocol for developing talent and meeting learning needs. In addition to establishing an equitable identification process based on multiple measures, Ms. Solo’s district does the following:

Professional Development: The district requires professional development for all teachers that focuses on identifying and meeting the needs of gifted learners including those with twice special needs and those from underserved populations [2].

“Watch List” for Students Who Demonstrate Potential: With professional training, teachers like Ms. Solo are encouraged to look for students who exhibit gifted characteristics, achievement, and/or learning potential that may not be demonstrated through their test scores. The teachers might refer these students to the gifted program and/or put their names on a “watch list” for classroom differentiation and encouraged participation in school enrichment opportunities.

High Level Instruction: For students of all learning levels, teachers have resources, participate in book studies, and engage in professional development to provide instruction that builds critical thinking skills, engages students in high-level questioning, discussion, and problem-solving.

Enrichment Opportunities: The district provides an after school enrichment program for all students, including those in the primary grades, to interview adult “mentors” in STEM and other professional careers, participate in hands-on mathematics problem-solving and science experiences, and develop creative interests.

Parent Outreach: As part of its outreach, the school offers a parent coffee, evening program, and a newsletter that provides information about enrichment opportunities through libraries, museums, corporations, and the local park district. Any scholarship or transportation options are also presented to assist with practical considerations. Notification is translated as appropriate for families who do not speak English.

Student Growth Monitoring: The district monitors the growth of all students, including those in the gifted program, and regularly re-assesses and develops accelerated programming to insure that instruction continues to match student learning needs.

Although the story of Ms. Solo and her district is fiction, the implications are real. As we struggle to meet the needs of diverse high ability learners, we must avoid sinking into the “identification trap” quicksand. Let’s not miss any opportunity to grasp a low-hanging branch and unleash the amazing potential in all of our students.

[2] The Every Student Succeeds Act (“ESSA”) requires that training to meet the needs of gifted students is addressed in district and state plans. Title I funds may also be used to identify and serve gifted and talented students. Title IV funds also available for providing enriched opportunities for students in underrepresented subgroups. Illinois Association for Gifted Children (“IAGC”) Website, https://www.iagcgifted.org/Every-Child-Succeeds-Act.

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One of the challenges we may face when teaching high ability learners is that sometimes we underestimate how quickly they may complete and master a lesson.

In these situations, many teachers have an alternative bag of tricks to keep students engaged. However, these activities can require unnecessary planning, transition time, and may even reinforce a student’s perception that school lessons are “too easy” and not intended for him/her. Before moving on to other things, teachers should consider whether simply nudging the lesson up a notch might better serve students’ needs.

No illusions. Here’s a little magic I’ve seen to up-level common grade school lessons in a blink…

READING:

1). Spellbinding Spelling

Assignment: Put each of your spelling words in a sentence.

Challenge: Choose five of your spelling words and write each word in a sentence. Every word in your sentence must begin with the same letter as your spelling word. Your sentence must make sense.

2). Zen for the Venn Diagram

Assignment: Use a Venn Diagram to compare and contrast two subjects in your reading.

Challenge: Explain why this comparison is interesting or important.

3). Character Trait Transformation:

Assignment: Identify the character traits of the main character, using evidence from the text to support your answer.

Challenge: Your character is moving and packing a suitcase. If your character could only pack three things, what would they be? Draw/describe these items and explain why each would be chosen. Use evidence from the text.

4). Levitating Main Idea/Details

Assignment: Identify the main idea and key supporting details.

Challenge: Write an 8-line poem that expresses emotions or feelings about the main idea.

5). Conjuring Context Clues:

Assignment: Guess the definition of the underlined word using the context clues in the sentence . (Context clues are words in a sentence that help readers to infer the meaning of a word by providing a definition or explanation of the underlined word, a synonym, or an antonym. )

Challenge: Write a sentence using the underlined word that provides a context clue about its meaning. Identify your context clue and how it helps the reader to infer the word’s meaning. (Note: The teacher may assign a challenge vocabulary word from a student’s reading or a list.)

+++++++++++++++++

MATHEMATICS

1). Computation Capers

Assignment: Add/subtract all of the multi-digit numbers. Check your work using inverse operations.

Challenge: Choose one or two problems. Arrange the digits to create a new problem with the largest/smallest possible sum/difference. Solve that problem. Explain how you know that you have found the largest sum/difference.

2). Word Problems Presto-Chango

Assignment: Solve the word problem.

Challenge: Look at the word problem that you just solved. Create a new problem that (1) requires the solver to solve two more math problems in order to find the answer; or (2) contains different numbers, but has the same answer.

3). Area/Perimeter Transformation

Assignment: Find the Area/Perimeter of all of the shapes on the worksheet.

Challenge: Find the total area/perimeter of all of the shapes on the worksheet. Create a drawing that has the total area/perimeter as the shapes on the page. (Your drawing does/does not have to be to scale.)

4). Fraction Flip

Assignment: Solve the problems that use fractions.

Challenge: Create a lesson that teaches a student how to solve one of the fraction problems in this assignment. Make sure that you explain why the student should do each step. Now “flip” roles—become the teacher and teach your lesson to a group of students.

5). Astounding Rounding

Assignment: Round the numbers to the nearest _____.

Challenge: Choose three of the problems you solved. When would you need to round numbers like this in your everyday life? For three of the problems, create an example from real life when rounding the numbers in the problem may make things astoundingly easier!

…Abracadabra!

(They say agood magician never reveals his tricks. But sometimes differentiating for high ability learners requires just a nudge, and no magic at all.)

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This summer, I have been working on my golf game. Putting looks so simple; the ball should simply roll along and plop right in the hole. But it’s not that easy.

Similarly, parents and educators seeking the right strokes to put high ability children on the course to success may struggle putting the learning journey into perspective: What if we can’t afford the summer enrichment program? What if my child chooses skateboarding over piano? What if he is not in the accelerated class? What if she’d rather play with friends than do the robot-making competition? Is my child achieving enough?

How do we lower our handicap?

Lately, in an effort to improve my putting, I’ve been reading Putting Out of Your Mind by Dr. Bob Rotella[1], an esteemed sports psychologist and golf expert, and the bestselling author of Golf is Not a Game of Perfect. And for parents of high ability children, three of his putting tips are especially on par:

“There is no such thing as perfect putting mechanics. There is no perfect way to roll the ball.”

Dr. Rotella asserts that there are, not one, but many ways to putt a ball so that it lands in the hole. He observes:

Golfers today are inundated with information and pseudo-information about the mechanics of putting. The implication of much of it is that a perfect stroke exists and that if you could only attain it, you would putt perfectly…So we have many players in hot pursuit of the perfect putting stroke. The more putts they miss, the more convinced they become that their stroke is to blame. The more information they get about the stroke, the more lost they become in thoughts of mechanics. (129-130)

Just as there are many ways to putt, there are many ways to learn and excel. Although every child needs fundamental skills, a method or “stroke” that works to inspire one child may not be the best for another. Some children may love spending time on computers. Others relish current events discussions and debates, or visiting the library, or building forts, or hiking in the woods. There are countless ways to help our children become lifelong learners when we recognize and build upon their passions. Rotella advises, “Fall in love with the stroke you have. It’s more than good enough to get the ball into the hole.” (136).

“To gain control, give up control”

When it comes to putting, Dr. Rotella advises that “trying too hard” can actually impede success. He observes:

…[T]he main reason trying too hard doesn’t work is that it invariably diminishes the chances of making a good stroke. It introduces doubt to the mind. It tightens the muscles. It robs the player of his natural talent and destroys his rhythm and flow. (51)

Rotella asserts that when it comes to putting, golfers need to relax, focus on the target, and stroke the ball. He explains that “giving up control” does not mean to stop caring, but to avoid becoming too consumed with the importance of the result.

Similarly, learners falter when focused too much on insuring that every stroke toward academic excellence results in success. Misses are part of any challenging game; we learn from them, grow, and move on. Like good putters, children need to relax and embrace the process of learning, practicing and performing.

“You’ll make your best stroke and hole the most putts if you think only of your target.”

When putting, Dr. Rotello advises that players focus on the target – a simple and natural method for sinking a ball into a hole.

Like golf, learning is a course dotted with beautiful, inspiring targets, some of which are close, and some of which are off in the distance. Solving a unique problem. Creating a beautiful composition. Mastering an art. Discovering new knowledge. Making the world a better place.

Yet, unlike on the golf course, these targets are not marked with tall poles and brightly colored flags. Putting learning in perspective requires helping our children not to get caught up in the strokes, but to develop a life-long love of learning, envisioning meaningful targets, and continually taking aim.

[1] Rotella, Robert J., and Robert Cullen. Putting Out of Your Mind. London: Pocket, 2005.

“Few activities are as delightful as learning new vocabulary.”
Tim Gunn: A Guide to Quality, Taste, and Style [1,2]

Gifted students have the ability to acquire extensive vocabulary, and they often delight in “trying on new words for size.”

Acquiring new vocabulary should feel like donning a new outfit and gliding down the runway. We should take words home, cut off the scratchy tags, and add them to ourselves. Yet in the classroom, vocabulary study is sometimes more akin to taking inventory — leaving behind a pile of charts, lists, and workbooks.

For the classroom wardrobe, here are ten “accessories” I’ve collected to enrich and enliven vocabulary instruction…

(Language Arts)

1). Vocabulary Skits: Students create and perform 2-3 minute skits that use and show the meaning of a vocabulary word.

2). Creative Writing: Students choose 6-10 interesting words from a text they read and use them to create an original poem, song, or comic strip.

3). Vocabulary Rainbow: Students discuss how colors can be associated with different emotions. (For example, they may associate “yellow” with joy or “green” with peace.) Then, students collect several descriptive words from a text and group the words according to what “color” they bring to mind. Create a rainbow depicting words in “color.” Make a key for the rainbow that explains what mood/emotion each color represents.

4). Anaphora: Students create a poem by repeating a vocabulary word several times and defining it in an original way. (For example, “Diligence is…Diligence is…Diligence is…”

5). Vacation (?) Brochure: Students list several words that describe the setting of a story or poem. Then, they create a “vacation brochure” that uses these words to advertise the setting as a favorite vacation spot . (They can also create a humorous brochure about a destination that is not so inviting…)

7). Heard in the Classroom: When students are discussing problems in small groups, challenge a few students to be detectives and listen/note the context in which math vocabulary is used. Student “detectives” can share their findings on a “Heard in the Classroom” poster.

8). Be the Teacher: Challenge students to teach a math word. Students can create games and word problems to teach/model the assigned word.

9). Create A Problem: The teacher gives students a list of 4-6 math vocabulary words. Students create a word problem and present the solution. The steps for the solution must use all of the math words on the list.

10). Build Something: Build a model/create a design that applies or represents 10 math vocabulary words. Create a key with the list of words and how they are used to accompany the project.

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Now that I am approaching fifty, my eyes are changing and I have two pairs of glasses. My “close” glasses are for reading. My “far” glasses are for watching plays from the balcony. It is easy to get these lenses mixed up, but I can’t bring myself to do the bifocal thing because, let’s face it, it’s difficult to adjust to two lenses.

Like with my glasses situation, I use two “educational lenses” in my roles this year as both an elementary school assistant principal and a district-wide K-8 gifted coordinator.

As a gifted program coordinator, I see that teachers and parents readily refer children for programming based upon “gifted behaviors,” such as insatiable curiosity, intensity, and the ability to ask and understand complex questions.

As an assistant principal who manages much of the school’s discipline, children are referred for different reasons–most which involve a failure to follow school norms. As with my mixed up glasses, I sometimes find myself looking at misbehavior through a “gifted” lens, and a variety of referral questions emerge…

Misbehavior Referral? Student doesn’t stop activities when it’s time to stop, and has difficulty transitioning from one activity to the other. Gifted Referral? Why is the student so engrossed in activities? Gifted students can find it difficult to stop an activity when their minds are engaged. Is the student exploring them in depth? Could it be difficult for this student to leave certain activities and subjects behind? Would this student benefit from some uninterrupted time to work on a passion project?

Misbehavior Referral? Student pushes humor too far and is therefore disrespectful. This was not a time for jokes. Gifted Referral? Verbally gifted students find plays on words, figurative language, and humor to be irresistible. Is there an opportunity that would help this child to explore humor and figurative language in a positive way?

Misbehavior Referral? Student’s responses do not match the situation; the student gets upset or angry over insignificant things and acts out. Gifted Referral? Gifted students can be sensitive and emotionally intense. Some are perfectionists. Why was this student so upset? Could perfectionism or an acute sense of justice have triggered the behavior? Would this student benefit from an opportunity to engage in meaningful dialogue about these ideals?

Misbehavior Referral? Student keeps talking out of turn when asked to be quiet. Gifted Referral? For a gifted student, the ability to use advanced vocabulary and to express oneself eloquently may be a source of self esteem and pride. Although this student needs to listen and show respect for others, how could we make sure that this need for challenge and expression in the area of language arts is met in the classroom?

Misbehavior Referral? Student appears to have no respect for the rules and questions everything. Gifted Referral? Does this student understand the reasons for the rules? When it comes to students with a profound sense of justice, the reasons behind the rules matter. Creatively gifted students may challenge the rules and prefer to try “their own way.” Could this student who “bumps up against the rules” be a strong candidate for gifted programming?

Of course we cannot presume that misbehavior is related to giftedness, nor can we ignore it for that reason. All children, including gifted ones, need limits; in schools, we need consistent, respectful discipline, and appropriate consequences for misbehavior. “Turning a blind eye” to misbehavior by calling it “giftedness” would not only be unsafe, it would cast aside our responsibility as educators.

However, as we see and respond to misbehavior, taking a glance through the “gifted” lens could produce a revelation. Among the discipline referrals, might we catch a glimpse of a gifted student who is paradoxically being overlooked because of “gifted misbehavior”?

For me, switching spectacles back and forth may work in the short term, but for the long term, it may be time to adjust to one pair of glasses through which I can see “close” and “far.”

As we begin the year, how often do we educators see things through the eyes of the diverse, gifted learners in our classrooms?

Perhaps the best way to start is by putting ourselves in their chairs.

As summer days come to an end, a useful ritual is to check out the view from each student’s perspective by sitting in each of their places. How easily can each student see the projector screen? A talkative friend? A view of the playground?

Considering what students “see” can help teachers eliminate distractions and physical obstructions to learning; it can also help us find new ways to motivate high potential, gifted learners.

The National Association of Gifted Students defines “giftedness” as follows:

Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports). [1]

Regardless of what “definition,” most of us educators believe that gifted learners exist and expect to encounter them. So, when setting up a classroom, why not take a few moments to “take a seat” as a gifted child at the beginning of the new school year? Here are some focal points to consider:

(1). Role Models and Vision: Can I see a picture of an inspiring adult role model who shares my gender, culture, and/or race—a depiction that celebrates his or her contributions and achievements? What does that picture communicate to me about my future possibilities and potential?

(2). High Level Questions: Is there a provocative, deep question that captures my attention and curiosity? Is there a question that I find fascinating to discuss with my friends at school and my family at home? How could the themes or topics we explore in the classroom this year be important or relevant to my life?[2]

(3). Rich Vocabulary: Is there a new, rich vocabulary word presented that would be fun to learn and use? How might it relate to math, science, or the world around me?

(4). Personal Interests: Is there any place in this classroom for my own “learning agenda?” Does this classroom have a place for me to explore and share what I love to learn? Do I see something that shows me that the teacher or any other students might want to hear and talk about my interests and passions?

If answers to the above questions are difficult to spot, some simple changes to the classroom landscape could positively impact instruction to meet the needs of gifted students.

And once we consider the view from the students’ seats, our classrooms may provide a better vantage point to “see” more gifted students than we ever expected.

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Last week, I packed up my classroom after ten years of teaching to begin a new chapter in my career as an elementary school assistant principal/gifted coordinator. Perhaps because these years have been so full, I was surprised that the boxes and bags I packed fit so easily into the trunk of my car.

What am I taking from my teaching experience to my new role as an administrator? I prefer to travel light, so I’ll condense it down to one item – respect for this beautiful, challenging, and impactful profession.

Whether making a U-Turn or simply changing lanes, it can be difficult to take a new road in life. Years ago, when I “packed up” my career as a lawyer to follow my dream of becoming an elementary school teacher, I worried that others would think I “failed in the law.” When I shared this concern with my education program advisor, his wise response emboldened me: “Yes, they will…Do it anyway.”

So I did it anyway. And over the last ten years, I have developed a profound respect for teaching. A teacher’s work is never done, and there is always more to learn.

As a teacher, I’ve learned that a positive classroom community that welcomes diversity and builds trust is essential for learning. Without such a community, instruction is like dancing on air, and it can’t last very long.

Moreover, I’ve discovered that when students come to school, teachers cannot always “see” their joys and sorrows. We do not see all of our students’ interactions with others, and we may even have difficulty seeing their talents, struggles, and obstacles that they have already overcome. When working with students, I have learned to acknowledge these sight limitations.

But despite such challenges, I’ve found that teachers can and do make a difference, and it is the wonderful relationships we build with students, families, parents and colleagues that make it all happen.

As I pack up my classroom, I am bringing along a respect for teachers everywhere.

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Despite the advantages of teaching in the information age, I sometimes wistfully imagine myself teaching in a “one-room schoolhouse” surrounded by wildflowers, shuffling slate pencils and McGuffey readers.

Why not get lost in a little imagining now and then? In our 21st Century elementary schools, teaching is so complicated. There’s always something for teachers to implement–new technology, new curriculum, new instruction techniques.

Our heads are overflowing as we “facilitate instruction.” It seems we barely have room to grasp what truly makes school a place of ideas–the ideas, themselves.

This year, my sixth graders read and discussed “A Bouquet of Wildflowers,” by Laura Ingalls Wilder. In this essay, Wilder asserts that manufactured “improvements” cannot take the place of “simple things” that are true and natural. She explains:

We heap up all around us things that we do not need as the crow makes piles of glittering pebbles…we chase after this new idea and that; we take on an old thought and dress it out in so many words that the thought itself is lost in its clothing like a slim woman in a barrel skirt and we exclaim, “Lo, the wonderful new thought I have found![1]

Although she wrote for a larger audience, Wilder’s words resonate for educators. If elementary schools are to be places of ideas, we teachers need to take a moment and cycle back. We need to pause, enjoy, and engage in an “old thought” — learning.

We educators need to pursue our own academic interests and share them with students and colleagues. Students need to see teachers engaging in academic discussions just for fun. They need to hear us sharing thoughts about the books and articles we read. They need to catch us being curious, asking questions, and trying online searches “just to find out.” Children have grown to expect energy and engagement from coaches and fans on the athletic fields. Similarly, teachers (and parents) need to share a genuine passion for the “game” of academics if we want our children to keep playing.

As elementary school teachers, we need to reach beyond facilitating an engaged learning community. We need to be one.

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During my first year of teaching, I did not have a classroom space of my own. Instead, as many teachers do, I put my materials in a bag that I carried from room to room. Although “covering the bases” in this way presented challenges, the experience provided some of the best teacher “spring training” ever.

This month in my Language Arts classes, the students have been studying and writing poetry. I wrote a sonnet about “teaching from a bag” to add to our collection:

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What approach works best when helping learners to overcome academic challenges? As educators, it can be helpful to reflect on our own learning struggles. In fact, hiking in the Grand Canyon over this Spring Break, I experienced a memorable learning challenge at the edge of a magnificent precipice.

Though I wanted to continue down the path at the start of the Grandview Trail, I was uncertain about how to approach it, and my knees were shaking with apprehension. Before barely descending, I returned to the top, defeated. But a little later, with the help of our guide, I tried again and made it far enough to enjoy some incredible views of the canyon.

My journey on this historical mining trail uncovered some valuable nuggets for struggling students (like me):

Students are most likely to persist if the goal is personally relevant and meaningful to them. The reason I overcame the challenge is because I really wanted to explore the canyon.

Students must recognize that “trying again” is part of the learning process. When I first climbed back out of the canyon, I would have been finished with this trail had I not understood that “trying again” was a ready option.

Students must feel comfortable asking for help. As I hiker, I was thankful to have a knowledgeable, friendly guide who kindly helped me on this trail.

Sometimes a student’s difficulty may be based more upon self perceptions of ability, rather than actual ability. Teachers need to express their confidence in their student’s ability to meet challenges. Hearing that others were confident in my ability helped me immensely on this trail.

Sometimes students need the opportunity to work through challenges slowly. Accomplishing my goal at a speed that was manageable for me brought success. I’m glad I wasn’t being timed on this one.

Laughter is key. When hiking in new terrain, a laugh and a little humor helped to make learning fun and to keep difficulties in perspective. Laughter in the face of challenge is empowering.

It really works to break down challenging tasks, set individual student goals, and celebrate success. Catching up to the rest of the group was not going to happen for me on this hike. However, I left feeling that I accomplished a great deal. My guide helped me adjust my goal to meet my learning needs—even if this was just to navigate the first leg of the journey. When the other hikers returned from their longer journey, I still had my own accomplishment to celebrate. I left the canyon wanting more…

“Instant Grits.” I smile to myself when I see them on the store shelf, because as a Chicagoan, I always associate grits with vacation ease in a warmer climate. Grits are supposed to take time—you sit down and savor them with honey and biscuits.

As an alternative to instant grits, a “grit” I’ve encountered in professional development sessions has potential:

In the education arena, psychologist Angela Duckworth asserts “Grit is passion and perseverance for very long-term goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the month but for years, and working really hard to make that future a reality. Grit is living life like it’s a marathon, not a sprint”[1] According to Duckworth’s research, “grit” is an essential ingredient for success—even beyond I.Q.

So, as teachers we may ask, “Can grit be taught? If so, what is the recipe?…Can we just add water?”

For some, grit seems to be about prolonged attention span and perseverance even when activities are not immediately rewarding. This idea of “grit” sounds akin to pitting cherries, shelling peas, or husking bushels of corn. The world is full of mundane tasks for “teaching” grit in this way.

Yet, in the classroom, it does seem more palatable to teach students to develop grit by striving and persevering for their own goals, rather than chasing unfulfilling ones. In light of this, some educators suggest that “grit” can be naturally fostered by having children identify their own passions or engage in project based learning.

I do believe that passion projects bring joy to learning, and even students who otherwise lack “grit” may choose to stick with projects that are authentic and meaningful to them. But passion projects are unlikely to guarantee instant grit. Deciding what one’s passion is in the first place requires a respectable bit of perseverance for some students. Moreover, on the road to pursue passions, some students “fall out of love” with their projects when challenges arise. Perhaps in order to prepare students to achieve excellence in any subject, we need to make “developing grit” a more intentional part of our daily routine.

One suggestion I have heard during discussions about teaching “grit” is the idea that “children need to fail.” Rather than being coddled and protected from failure, children need to learn to scrape themselves off the ground and try again.

Although I will never know the complete recipe for “grit,” from what I have tasted, I find that the essential ingredient is not found in failure, but in student success.

Teaching grit means helping students to see the connection between individual effort and excellence, and this can apply to any subject. As teachers, the challenge is to teach “grit” everyday. Celebrating effort and realizing the results – even incremental results – again and again is what motivates students to develop the habit of striving.

Given this reality, the secret ingredient for teaching and learning “grit” may be time.

…time to develop and create thoughtful work products.

…time to revise work to achieve excellence.

…time to break tasks down and master each part of a skill

…time to practice each skill until it comes easily

…time to recognize progress

…time to celebrate success

…time to reflect on what could have been done differently

…time to change direction

…time to try again

…time to ask questions

…time to come up with new ideas

We may need to make time from scratch. But there is one thing for certain —

Like this:

In the book, Discussion As a Way of Teaching: Tools and Techniques for Democratic Classrooms, Brookfield and Preskill[1] suggest that establishing expectations for classroom discussion can begin by having students reflect on their own experiences. So, I asked my sixth graders to identify characteristics of negative and positive discussions based upon conversations that they have experienced in the classroom, at home, or with friends. Here is the list they created:

Factors that negatively impact discussions:

Interrupting

Lack of flexibility

Lack of preparation

Difficult (sensitive)topics

Side conversations

Judgment of people

Facial expressions

Distractions

Attention Seeking

Factors that positively impact discussions

Engaging topic

Everyone talks

Feels natural

Everyone pays attention

Everyone’s opinion heard

Possible to change your mind

Many possible answers

Everyone treats others with respect

We discussed these lists and what we could do as a class to keep our discussions positive. Treat each other respectfully, give all students a chance to speak, and refrain from side conversations are examples of the norms that we established.

As I reflected upon this lesson, I realized that approaching discussion with a child-like honesty and a quest for the truth was not “starting small” in any sense.

Even at a young age, these children had already noticed, experienced, and/or internalized sometimes subtle inhibitors to meaningful discussions—facial expressions and judgment of others—that can silence meaningful dialogue. They understood that people may hesitate to discuss sensitive or difficult topics for fear of what others might think.

Yet, these sixth graders also embraced the idea that positive discussions are those that can potentially lead us to change our minds.

Classroom discussions belong to the students, and we continue to reflect on their quality and impact throughout the year. Also, we refer back to this list as our discussions continue, deepen, or sometimes wander off course. Reflecting on personal experiences and understanding my students’ perspectives was essential groundwork for productive classroom discussion and continues to be well worth the class time.

Parent-teacher conferences are an excellent forum for addressing questions and concerns about student progress. Yet, when face to face with a child’s teacher, a concern such as “I think that my child is bored in school,” can be difficult to articulate. Here are a few suggestions for parents with concerns about insufficient challenge:

Be specific: Children’s academic strengths can vary with respect to subject area. If you feel that your child is insufficiently challenged, is there a certain subject, such as reading or math, that is of concern? Is there a particular topic such as spelling or multiplication that your child feels is too easy? If available, bring examples of your child’s work in these areas. The more specific your concern, the better able the teacher will be to address it.

Focus on Growth: We want children to be challenged because every child deserves to grow academically and be engaged in school. With respect to growth, here are a few questions to ask your child’s teacher: What are my child’s areas of strength and/or extra focus? How can I provide support at home? How are areas of growth/strength communicated to my child at school? What improvement has been observed in my child’s work since the beginning of the school year?

Share What You Know: If you have them, bring in samples of stories, writing, or projects that your child creates at home. This can provide the teacher with valuable information about your child’s interests and academic potential.

Avoid “Side-Stepping”: A child’s complaint about “boredom” may sometimes indicate struggle with the less “glitzy,” but important aspects of learning such as proofreading, revising, computation practice, or even problem-solving. It is true that “skill practice” needs to be balanced with opportunities for exploration, creativity, and fun. Yet, attention to detail, perseverance, and accuracy are important for success in school and beyond. When advocating for your high-ability child at conferences, do not sidestep these “challenges” — ask your child’s teacher about ways to support and encourage your child in these areas at home.

Keep Your Child Accountable for Behavior: For parents and teachers of high ability children, behavior issues in the classroom can be a “red flag” indicating that the child needs more challenge. In light of this, it may be tempting to empathize with your child’s feelings of frustration and look away from negative behaviors. But this response undermines learning and can even encourage underachievement. Addressing behavior issues associated with insufficient challenge takes a “two-pronged” approach. Hold your child accountable for behavior, but don’t stop there; teach your child how to advocate for challenge in a positive way. Does your child have a story to write or a topic of interest that she could to explore if class work is finished early? Are there meaningful ways to improve his or her work? If possible, consider a follow up meeting with your child and the teacher to discuss ways to access more challenge in the classroom, as well as to “start over” and make positive behavior choices.

Ask what resources/opportunities are available for differentiation in the classroom for high ability students: Schools have different approaches to meeting the needs of high ability students. Ask about what kinds of opportunities are available in the classroom and are/may be used to meet your child’s needs for challenge.

Investigate Opportunities for Acceleration: If insufficient challenge is an ongoing issue for your child, the teacher or the principal may be able to provide information about other academic options, such as acceleration.* Are there opportunities for grade-level and/or content acceleration at your school? Is this an appropriate option for your child?

Like this:

How much challenge is part of a healthy, “balanced diet” for learning?

Children are capable of wonderful things; we should never underestimate what they can achieve. Moreover, children need academic challenges in elementary school to prepare them for the future, and they need to develop dispositions, such as perseverance and resilience that lead to success in school and in life.

Yet, when parents encourage their elementary and middle-school children to take on academic challenges such as enrichment and accelerated classes, a question that can sometimes arise is: “Am I pushing my child too much in school?”

The answer is an individual one. The following questions may help parents when considering whether they are “pushing too hard” about school work:

Does my child have time to pursue interests and friendships that are positive?

Is the “homework load” generally manageable for my child (not a “flashpoint” for arguments or a consistent cause of stress)?

If the answers to any of the above questions are “no,” (in addition to addressing any health concerns with your child’s doctor), it may be time to ask your child’s teacher about possible options to support your child in school and/or to re-evaluate his or her academic placement.

Achieving the “perfect” balance of challenge and fun every day during the school year is an elusive goal. Yet, parents can do a great deal to help their children keep healthy attitudes about academic challenge. Here are a few ideas:

Celebrate/validate incremental success and all kinds of achievement.

Talk to your child; keep tabs on his or her feelings.

Be self aware when modeling learning/responsibility/failure.

Think in terms of making choices that support your child’s individual personal and academic needs rather than “pushing.”

Play your “own game.” Do what’s right for your child – not someone else’s!

Reevaluate extracurricular commitments and priorities. What are your child’s interests? Does your child have sufficient time to pursue these interests?

As we fill our children’s lives with delicious, meaningful challenges, we need to continue to nourish our children by showing that we love them for who they are—not what they achieve.